001uh States uh that we do not do this it specifically calls out we do not do memorials so if we want to change that that would be a change of policy uh and um then in our crisis plan I would have to make a change in our crisis plan okay Jared when you say we don't do this we don't do this in all situations or we certainly don't do it in the situation of suicide when you say that I read the note right recognize that the crisis plan states that we do not do this uh and I understood the rest of the policy had no issues with it but are you saying that right so if you choose that bottom section uh when there is a death by Suicide right uh and you're choosing that
002uh we can do memorials right um we specifically call out suicide differently in our crisis plan and we say we do not memorialize uh students who have committed suicide okay and I I wouldn't know uh when that was put in but that that seems to be standard for a number of the districts I've worked with but so where you have the note you're basically saying leave we would leave it how it's stated basically saying that you know that it can be negative that's not saying that we would include memorials correct you're just letting us know that that wouldn't change anything if we kept it the way it's written by mola right here is that am I reading that right um it it says here I believe uh unless I'm reading it wrong that um that
003we still can give a memorial or have a memorial set up okay if there's if there's suicide if we leave this last clause in if we take the last Clause out right we and the policies moot on suicide then I would explain to staff member or parent who may be asking about doing a memorial uh listen we don't we don't have that in our policy but our crisis plan specifically says we do not do that and here's the reason why and then I read them the reason that is outlined in in a crisis plan and it really just affirms some of what the American Association of Sociology um you know has talks about and those kinds of things that makes okay so you're you and you and Lynn are advocating leaving the last paragraph in
004just to be consistent with the current crisis plan yes okay we I mean I want C practice right it's it current practice is to not memorialize students who have committed suicide or or other family members right staff members and the and the keep keeping the last paragraph doesn't do anything to infringe upon that standard practice and it just adds Clarity to this memorials policy right and then I would suggest to keep the note in right now our crisis plan uh States we do not do this oh okay you want to leave that not as an editor's note but you want that to be part of the policy I I think that would be good because then whoever comes after us right they can say well why is this and then they can go see that
005note and they can cross reference our crisis plan yeah the only thing I would the only thing I would change then Jared as opposed to being as informal as it is right now just say refer to crisis plan blah blah blah okay for further information that sounds good when you got that yeah that's and I I probably didn't ask correctly but that was kind of what I was I wasn't sure if no you you asked correctly Lori I that works for me yeah so just change that to be a little bit more formal that note okay L you got that yes okay great all right or concerns regarding that particular policy um Z1 I'm good with it looks good okay hearing no other concerns we'll move along to Item B in our agenda Neil Neil
006aoll see well I guess it would be like the um assessment of District goals so there's there's three policies indicated there did anybody have any particular concerns about any of those three that are uh indicated there uh just high level on the night Craig Andor Lyn and Jared um I read through I think I read through almost all of them I might have skimmed through the last ones in the 7,000 series but I didn't see a lot of uh reference to [Music] existing uh District policy is that correct or are are these almost all new or how are they noted this time because I didn't see that we were trying to merge them this time ly or Jared can you speak to that is this an entirely new policy that was my impression so are
007you talking about it oh go ahead go ahead ly I was just to say you talking about 1110 uh yeah let's yeah let's 1110 for starters so this is something that came to us from Diana Johnson from work from Diana Johnson and Jason bu yep but do we don't have a currently policy on this do we um not not on um not in reference to how do we want to um review our strategic plan and progress as a district towards those kinds of documents okay yeah you're right that's what these three deal with I asked an overarching blanket question about all the policies we're going to review tonight but no specific to this one uh I was pretty sure Diane had brought this forward um I read through it um if this is the way
008that Jason and Diana had recommend from planning I have no uh I I didn't note any things that needed to be changed uh once again as long as the administration feels comfortable accepting it because they 's what do you what's the right word for it un un unfunded mandates in a lot of these policies or can be unfunded mandates we say we're going to do something and then we got to find the time and the resources to do it um so but but if Jason and Jared you were good with it U I don't think it causes me any concern yeah I'm this came again out of planning and I think that they did some really good work to make sure and talk a little bit about how do we want to uh now that
009we have a strategic plan how do we want to assess ourselves and so these three were Neola policies that aligned to that I have um an email now it may not specifically pertain to to these particular policies up here but um from the board once let's see here we discussed the survey uh to survey the the board and have self assessments annually um with a discussion with Drew hock uh the Diana is recommending that we leave it to twice a year so I think we've already made that change I think we may have to uh make that adjustment so um but those aren't that's not specific to these particular policies um regarding District goals but it it's somewhere related so we'll have to we'll have to take a look at that when uh that particular
010policy a little bit later um any other discussion [Music] on uh 1110 I have nothing okay the only thing that I can say if I remember correctly and Jason maybe you can help me out here the reason why 2131 and 2132 were attached to the agenda was because they're supporting they were referred to uh within this document if I'm not mistaken um they were uh policies that not they weren't referred to they they're policies that um that that are affected by policy 1110 but work hasn't been done on those 2000s yet on those particular 2000s that's what I remember as well thank you yep so my only concern or or question I guess would be regarding policy 2131 sure uh if we go on under the paragraph heading personal development uh paragraph B and that
011would be under yeah Point number three yep number three of uh point B there uh specifically it talks about no student may require to take instruction in human growth and development self-esteem responsible decision Mak making interpersonal relationship sexual activity human sexuality reproduction contraception Family Life parenting sexual stereotypes and protective Behavior if his or her parent files with the teacher or principle a written request that the student may be accepted um I'm specifically questioning sex stereotypes and protective Behavior what what does that mean so um first of all this is language that is straight out of the statute that allows parents to exempt okay okay so hopefully that that starts to help with that um if a school district's human growth and development program had um information on sex stereotyping and or protective behaviors um that
012would be something that they could exempt from okay so so you're saying that that's State boiler plate at this point that part is that Parts out of the law that says a parent can exempt and I think uh let me see if I can see if the statute's on here for that one yeah W they just broadly say 1801 so I would have to I would have to go digging for the exact part of the statute on human growth and development but but uh my recollection is that's coming right out of the right out of that uh statute that exempts that allows parents to exempt I should say I will take your word for it all righty so uh any question just for clarification uh Craig Andor Lynn are 2131 and 2132 up for first
013read or they just in there work has not been done on those yet right okay so yeah so only 1110 would be up for first read there you go okay so we'll see 2131 and 2132 again at some point but right now you put him in there for reference cuz 1110 uh needed them for clarity correct thank you yep well I guess for the for the sake of U efficiency would there be an objection to moving forward with those two policies um I don't have an objection as long as Lyn and Jared you know clean them up for everything from you know Bard wusd administrator and I I don't know when they're next up I see you're in your 2000 groups those are 213s and you've done a bunch in the 2200 2300 2400 so
014I'm not sure when 2130 and 2130 uh I'm sorry 2131 and 2132 are going to come up Lynn um but Craig yeah no no no concern if I I didn't read I read them I see no issue and if Lynn wants to push them forward to first read Because her and Jared have had a chance to review him I'm all good with that if they want to do one more lookie I don't think it hurts us putting them in the book I mean uh excuse me hitting them when we do the rest of them in that uh area of the book I can I ask if we can push it off to bring it back in March just because I haven't done any work to them yet it's fine with me thank you fair okay
015so then 1110 is good to go to First reading February that that's what I'm hearing that's what I'm hearing so let's move forward with 110 for first read thank you is that uh is that work on the other two of the yep I'm good with that oh no I hope I'm I'm not losing everybody we can hear you I can hear you you did break up on my end for a little bit mine too all right sounds good we'll move forward with 110 is a for a first read Craig right Craig I have found that not that I'm telling you to turn your camera off but if my bandwidth is low and I turn my camera off the audio seems to work a lot better yeah I don't understand maybe it's just turn off your
016video you're running out of bandwidth some issues you know who knows so anyway um item number c letter C uh 3 okay I'll try that all right all right can you absolutely yeah okay we'll do that okay so 3310 and 4310 employee expression in instructional set umen I Happ also have to include [Music] policy number seven for also consideration in that any any discuss on those two particular policies before I mentioned what I'm concerned about Craig I I got like five% of what you just said so I apologize yeah but but we we we know I mean I I guess I'll I'll Jared if I may um I did read through no um I did read through 3310 and 4310 I didn't see any issues does anybody uh did anybody have any concerns about the
017uh employee expression in non-instructional settings 3310 no issue as written Craig on 3310 going on same I don't know why there's such a leg Yeah okay uh let me just try a different uh different Source here hold on okay uh everybody else are you guys hearing David okay yes yeah we're hearing you yep yeah I can hear you fine you boy I was supposed to get that uh uh Spectrum Broadband hooked up yesterday and then they postmed me to till next week so I've been working the last 5 to 10 years at 15 gig down and they're going to give me a thousand so I just can't wait to my super fast internet but 15 got M two hours ago yeah 15 can be a problem is that all the new stuff that's gone in
018yeah out in the out in out in the Hicks Lori yeah I'm in the Hicks too we had it all put in last summer so it's ready to go now I don't even know yeah mine was I you got it today yeah well Jared took my spot then because I was well actually I was supposed to get it yesterday but did you did you did they contact you or do you have to reach out to them uh they stupped at my house with a a business card on the door and then I did reach out to him um yeah because I know my road was done before you guys so okay yeah don't don't know about that but uh I figured I could have got away with a 100 Gig only because I mean 100
019Meg cuz I've been living with 15 for so long right they're like well yeah but you get a better deal at a th000 I'm like what am I going to do with the Thousand yeah right I've been working with 15 I know my kids are both like sure now we get in exactly do virtual learning and all that yeah yeah same same boat same boat yeah okay I'm calling tomorrow man yeah they've went all around our our block I guess it would be and not down our road yet so oh really yep well tell you when you get it it's slick well I know I looked at the size of the wire they ran out here from the street to my house it's just laying on the top of the ground and it it's not
020much bigger than a doorbell wire uh that's right it it's pretty pretty small there's nothing to it wow all right can you guys hear me yes oh yes yes I can all right we'll just work with we work with this um okay so okay so the model number seven um I you know regarding regarding this particular uh policy uh employee expression in non-instructional settings employees uh expression in well aren't they the same oh it's it's weird uh one is one is dealing with what non-certified staff the other one is dealing with certified staff that's correct pretty much okay um you know so the model the model policy adds some some additional language for instance uh if a teacher is not sure whether or not a specific item is political or controversial he or she can
021consult the building principle or for guidance or and clarification the principal shall assess the item in question based on this policy if there is uncertain uncertainty or disagreement the matter will be escalated to the school board for final determination ensuring consistent interpretation and application of the policy across all district uh schools and Personnel um so I kind of feel like that may be a good thing to add to this um simply because you know the there there's so so many different Expressions that are are made inside uh the classroom and the working environment um Craig is it would it be your recommendation just to add that one paragraph uh from the will template after items one two three and four um just that single yeah I mean it doesn't it doesn't yeah it doesn't seem
022like it's that that far different um no it it just gives gu clity yeah it gives guideline as to where to go if you're if there's uh uncertainty the thing I would add uh though is where it says this matter will be escalated to the school board I think it should say this matter will be escalated through our District's chain of command to the school board point of clarification friends yeah yeah as I'm reading it these polic policies are non instruct settings are we looking to add it's a non-instructional or an instructional setting point to a non-instructional setting policy thank you charity I that was my question I was going to have is maybe I don't know if there is a policy for instructional settings based on the same thing or if that would have
023to be a new one I do know that later on tonight we have 2440 controver controversial issues in the class I did not that's right that's right I did not review the mod model policy here so I don't know what the correlation is to the two of them um but I wonder yeah you that's that's a great observation non-instructional setting versus instructional setting so um yeah that that's a that's an important delineation um yeah I think let maybe H non-instructional setting I guess um when it comes to the these particular policies why would why would they have to have why Jared would they have to have a particular policy specific to non-instructional settings I I'm not sure um I think the level of our ability to control speech uh and you know and this is
024what I I'm hearkening back to when you and I first uh talked with our attorney on this Craig uh when we're uh limiting speech we have the ability to limit and employee speech a lot more uh in the classroom setting or in the instructional setting than we do in a non-instructional setting that's why I believe uh we have the ability to do that I think I think um I'm going to reserve my uh my edits I guess then in that particular case because I I don't think it's necessarily appropriate in a non-instructional setting you know it doesn't that doesn't make sense so thank you charity for uh mentioning that sure thing friend and glor I'm glad that glad you it's that pause and wait till the speaking is done yeah all righty um I I
025would like to uh mention briefly I think that maybe augmenting Item B to make it clear that the Expressions that would disrupt Harmony among co-workers are of a personal nature like a personal relational nature I don't think that the intent of Item B is to say you can't make make a statement of your own personal political or religious belief in non-instructional settings if it disrupts Harmony among co-workers does that make sense at all I think that b is a little vague as written and I think that a little bit more specificity would help there I I guess uh can you can you can you restate that again uh Sam yeah so in in 4310 or in 3310 they both read uh almost identically you have a list of four um situations or four modifiers for
026making Personal Expressions and Item B says refrain from Expressions that would disrupt Harmony among co-workers or interfere with the maintenance of discipline by school officials the the the statement Expressions that would disrupt Harmony among co-workers is a pretty vague and broad statement and I think that it would be best if we specified because I from reading it you know giving it the benefit of the doubt I think what it's saying is you're not supposed to go gossiping about Tony's personal life or whatever uh Tony is an example name I don't know if if there was someone else who was here previously named Tony that's not playing into it um yeah so like you're not supposed to go gossiping about Tony or Annette or whatever you're just supposed to you're you're supposed to keep things professional
027even outside of the workplace the same way that I shouldn't be making personal attacks like of a relational nature against my co-workers um I I think that you know refrain from personal from Expressions that would disrupt Harmony among co-workers in a personal sense or expressions of a personal nature that would disrupt Harmony among co-workers I think that would actually go a long way to clarifying that I I I don't know I just just to my two sense that and maybe Jared can shed some insight on this but maybe keeping it broad allows for um Administration to be flexible enough to determine where the line has been crossed if it if it becomes disruptive to the workplace and um I I I don't know just just some thoughts I mean the the more broad we have
028this ability um the easier it is for us to say hey um you know first of all you're aware of this policy um because all of our staff should be aware of all of our policies um and to say some of what you do outside of of the classroom um or maybe even you know on your Facebook page or wherever else it is right um can come back into the workplace and if it does we want you to be on notice that we can do something about that uh and so this is why we have these policies that we can refer to um to to share with people hey when you're out there and about or or even if you're you know on on grounds or at a place um you're still an employee of
029this district and people know that you're you're an employee of this District right and and to make sure that people understand that um they they do represent this District uh even if they're saying I I'm not representing the district right now gets to be a uh an area that we need to have some policy around and of course we're going to follow the law like Pickering and and so on um we're going to we're going to make sure that we do that but we want to make sure we have a policy that allows us to use those tools um when when we need to like I guess might one one particular example might be if let's say a a teacher happens to be coaching or maybe attending a school function and they happen to be
030wearing a shirt that is promoting illicit drug use you know that might be something that would fall under this particular policy um and also be offensive to other co-workers I mean y you'd probably want to be able to have a policy that's flexible I don't know if that goes to your concerns Sam but yeah I just I think with the I think with the breadth of the uh with the breadth of Item B on 4310 you know that someone could if they wanted to use that to very much you know try to silence uh silence people on the basis of their beliefs claiming that their beliefs are too controversial to be stated as a member of the school district or as an employee of the school district um I think that you know that's a
031big blind spot and it would really be best if we were to tighten that up a little bit and make it clear that we're not uh we're not looking to silence people's uh silence people's advocacy of their personal beliefs and things like that I think could be really important yeah I mean we we don't want an employee coming to a uh back to school picnic or something like that uh with a shirt on that says shut up uh bees right because they're in a fight with somebody across the hall right and uh that's just their their Sly way of saying hey you know I it's just a t-shirt you know um and that can get offensive pretty quickly depending on what the what the notice is I I I I get what you're saying Sam
032but um Expressions I think the Expressions that this is particularly uh referring to would be outside of one's First Amendment right um to be able to um aspa their um religious preferences or ideologies or or anything of that nature but rather when it comes to uh interactions among their their co-workers and other school officials to uh refrain from those kinds of Expressions that would disrupt Harmony am I missing something yeah no that is uh that's yeah that's exactly what I'm saying it's obviously the intent of section B is to is to communicate that things that are of a somewhat more personal nature not things that are external to that I understand what you're saying however I have seen over the past several years many districts unfortunately not I'm not saying ours but I've seen many
033districts cross that line and really make people's lives uh difficult and I don't think that just because it's not happening right now it couldn't happen in the future with the different set of people and I think that if we put this in place in policy now it would be a little bit more firmly rooted and it would work to protect the rights of our teachers and our staff you know I mean obviously protected on a federal level but that still takes time and money and effort if some if a district does decide to overstep their boundaries and I'm interested in protecting the rights and well-being of our staff and teachers and administration really okay fair enough um I guess I I would turn it over to the committee at this point in time go ahead
034Lori I do see where Sam is coming from and I do think it's um you know obviously the intent wouldn't be to do that but you know like I I always I think we need to be really clear when we do these policies sometimes because we may not be the ones looking at them or you know uh years down the road so I think even though we may be able to know what the intent is we want to be clear that someone else doesn't use it on like with bad attention not saying that that would happen but I do see I think you know the disrupt Harmony among co-workers like that can mean so many different things um and we know that in this world these days everybody has different views sometimes and to some
035people it disrupts Harmony and so where where would be I guess how would we know that that line isn't being crossed jar maybe that's a question for you Jared I don't know I don't know what what the proper I I think it's important to have it in there I just don't know do you get what I'm saying like I see what Sam's saying so I didn't read it that way initially but it does make you kind of question it yeah I would I would say uh you know if we're still um not in agreement or happy with what uh B says then I usually find it's easier to offer alternatives until we get to a place where we're all saying yeah we think we we think we like what that means so uh Sam are
036there other Alternatives that you can think of besides disrupt Harmony or yeah so um and that's kind of why I was thinking uh expressions of a personal nature or uh expressions of an interpersonal nature you know I I I thought something along those lines would be effective um because it's outlining like yes this is Expressions that are personal they're not expressions of my general beliefs or something like that um or of my positions or my interest would you say um something like a disruptive interpersonal uh how did you say that well that's already in C technically isn't it yeah yeah personally yeah I mean I would honestly say make you could almost take out disrupt Harmony among co-workers altogether and you could just say refrain from Expressions that would interfere with the maintenance of discipline
037by school officials since C already deals with threats abusive or personally defamatory comments right because disrupting Harmony I mean that really is dependent on the person who feels that their Harmony has been disrupted my Harmony gets disrupted every time I hear someone describe a yellow insect that makes honey you know I mean that's not really on the science teacher who has to talk about anology that's not their fault uh and again that's a very silly example but you know I like to use kind of out there examples to illustrate my point I'm impartial I I think I mean if if it feel if it feels like that um eliminating that language um is going to uh clear things up a little better okay with that so can I ask a question Jared if we took
038out that since you know we I don't know if there's ever been a situation maybe this is something you could you know point out where if we took out that would it has there been a situation that you can think of or that you may be able to think of where that is going to restrict you from maybe holding that employee you know at a higher standard is that going to the standards does that make sense like it's gonna um I I understand the the point of view that Sam's coming from right uh I also am a little worried that when Harmony is disrupted and we all know what that looks like having some verbiage that's accountable to that in a way um that says the general sense listen I I don't have to go
039through specifics with you you know what you know that this is being disruptive you've been told a number of times that if you if you do this it will continue to be disruptive and I want to be able to say I don't need to have more specifics than that because right now um you know I've had places where employees have tried to use um the letter of a policy to uh say like oh it's not exactly that no it's not exactly that well show me it's this and it's like I I just have to know that you disrupted our workplace that's all I need to know and I'm telling you you're disrupting your workplace and this is how you're doing it and if you continue doing it that way um there I may use this
040policy to discipline you because the policy says you can't disrupt the the workplace like that I yeah and I I think me personally like that I think I hearing that like kind of a little bit more kind of thinking I'm fine with leaving it in but that's just me so and I know it's a it's a very Universal term right but but it's a universal term that people understand because they know when harmy Harmony is disrupted they they know what that looks like everybody knows what that looks like well I mean I think my concern is that people have different standards sorry one sec my concern is that people have different standards for what qualifies for disruption of Harmony and I know certain people in life who would sorry one second I know certain people
041in life that I've met that I've been friends with who have a very high standard for what qualifies as disruption of Harmony and I know I have friends and people I've met in life who have very low standards for what qualifies as disruption of Harmony so my concern is that I would want to ensure that we are not making one person behold to another person's subjective idea of what means or what makes Harmony disrupted yeah and Sam if I could say this that may settle this for you is um you you know uh that as a board you all have the ultimate final say so if I am being heavy-handed uh in this disruption of Harmony uh and you think that I am acting heavy-handedly right you can overrule me because I will tell you
042if if a if a uh teacher or uh whatever thinks that their building principle is being heavy-handed they're going to go up the chain right and they and if they think I'm being heavy-handed they're going to go up the chain and eventually it will go to you as a complaint and then you will be the the final Arbiter of is the administration being heavy-handed when it comes to disruption of Harmony as it was described through the this process that process happens outside of this policy right um but but that's the process that you guys will have final saying and and it will go through that process if people think that we're not doing policy correctly right any policy uh it will go through that process until you guys make a determination if people don't think
043that the administration um is handling it appropriately I agree and I don't know you know my again my my broader thought is that these policies tend to to stay in place for you know a period of time that is not insignificant and because of that I think it's really important to try to imagine what could this policy do if I wasn't the person sitting on top of it what would could this policy be used for if I'm not the person who's using it you know so like if you're a parent you might want to be very careful about where you keep your power tools because you have to think how are my power tools which I use for constructive purposes going to be used if my child gets a hold of them or if someone
044else who means harm to people gets a hold of them you might want to make sure that you keep them in a place where they're not easily accessible by those who would mean harm or you do something to you know prevent the abuse of a of a good tool does that make sense yeah I can't find any disagreement in what you're saying I'm trying to link that to what change you might want s can I ask Sam would it be better maybe if there was something um just making a suggestion refrain from Expressions that I'm um that would maybe extremely disrupt Harmony or you know what I mean like to try to you know I I don't I don't know if that changes things or if that's even the correct wordage I I don't know
045I'm just trying to find some Middle Ground Mrs is Charity I just have a question and I'm sorry Lor I know you asked a question go ahead I'm just thinking Sam so Sam if you want to answer by all means friend I know she asked you a question um and then I'm happy to go after yeah I think what we talked about earlier uh specifying that these that the disruption of Harmony and the Expressions that disrupt Harmony are of a personal nature that they are interpersonal is the key there because a person making a statement that is not interpersonal that is not directed towards another person um and their I guess you could call it their their self right their character perhaps understanding that it's the personal attack that is the thing that causes disruption
046of Harmony if a person is disrupted because I in a non School set in a non-instructional setting am wearing a shirt that has that has a religious statement on it if a per if that is disrupting harmony with someone to a great degree then the determination is going to need to be made is it the person who is taking offense at the shirt or is it the person who's wearing the shirt is the shirt itself offensive because it's making an extreme statement where is line for when the statement itself becomes extreme a lot of those things are up in the air and again this is of course not about you Jared or anyone in the administration currently this is about how those things can be used and you know I think that we've all seen
047news stories about those sorts of broad brushes being used to attack people and though people may at the end of the day come out on top in court when they get abused by a bad District some District that would exist in the future if at all they may come out on top it will still cost them time energy and you know I mean money at the end of the day I think that putting things in there and specifying that this is about personal attacks this is not about General statements this is not about this is about attacks directed interpersonally at another person is GNA help a lot can I respond real quick go ahead Lori the only thing that I I I agree with you Sam 100% but disrupting Harmony it may not be just
048a personal attack I guess that's my concern if if someone is going around and talking poorly about the district let's I'm just giving an example they're poorly talking about the district or they're poorly talking about you know maybe more vague it can disrupt Harmony it can you know um you know so I I'm just throwing on an example not saying that that's happening but I I think that disrupting Harmony can be done in other ways than just maybe do you agree Jared like other than personal I think that personally def I think C covers that yes so uh first of all El first of all I'd like to say thank you Sam because you explained it really well that time around and I started thinking you know if we were to put uh refrain from
049inpersonal Expressions that would disrupt Harmony right I I like how that said says that but I also then went to are there Expressions that aren't interpersonal that would disrupt Harmony and I could think of some places and ways that people could be disruptive but not have it be aimed at one certain person or even necessarily a group they're just being cromly you know about a topic and and that still is disruptive in the workforce or disruptive to the goals of the school can can I chime in a little bit on this um I sort of feel like you know the there is a there's a point to which our anti-harassment policy also takes over and then there's also a situation where it does take two to tango you know you know usually there's the person
050that's misunderstood or the person that's um um trying to stir the pot that's causing the disharmony it goes both ways I feel like this particular policy gives the best flexibility um as it's worded to the administration at at this point in time that's just my personal thought I agree I'm good yeah I mean I guess the reason that I'm so on it is because it's non-instructional settings that's literally anywhere that isn't the school so if you're an employee and you're anywhere that's not the school and you express something that would disrupt Harmony among your co-workers you can be penalized for that and I think that that's such a broad brush it's a really dangerous game but again I think I've said my piece there I don't know that I have anything more to add in
051that regard I'm just very very worried about overstepping boundaries and getting into hot water and causing unnecessary you know stress and uh wear I guess to another person's life fair enough and um I would you know those kind of matters you know if it reaches to a point where um you know it inevitably the court system has to weigh in um I I do believe that as a board we have to put some faith in the discretion of of the administration to be able to um uh administer uh you know consequences in a uh Common Sense reasonable Manner and I feel like this particular language allows for that to occur but I I mean I I I appreciate your comments Sam because uh you you caus me to think about that in a different different
052uh different way so thank you did Charity charity did you still have something to add Craig just nailed it in one and and I understand Sam where you're coming from also the the trust your administrator component for me plays very heavily here recognizing that if this does come to light you know we have the flexibility in the future to revisit should we need to you know with the support of our on-site administrator are our senior administrators if it becomes an issue okay well it sounds like uh David uh did you have any concerns with these I was in agreement with your last comments Craig okay so is it uh the consensus of the committee at this point to move on with these two policies as the are written for first read yes okay okay so
053um Craig just so you know 3310 had already passed first uh at least first read I have to double check on second read so so 4310 goes to first read for sure okay thank you it just it might have been something that slipped past us on some for whatever reason yeah we we set these aside uh um a while back to talk about very good okay so moving on to uh letter d uh we happen to have a number of different Title Nine uh updates from NOOA um and you know uh basically some regulation changes basically a lot that's being stuck stricken from uh the old Title 9 which we have not adopted according to the um I mean when we say old Title 9 the 2024 uh adaptations of Title 9 and uh we
054were enjoined at that point in time we stuck with the 2020 version of title 99 uh while the injunction was in place uh but then also the a lot of the recisions are going back to 20120 anyway so um in essence there's not really much of a change but um I am I correct in that synopsis Jared maybe he's having connection issues also um the the only thing that maybe Lincoln shed some some light on uh the special update Title 9 February 2025 recen non-discrimination on the Bas of sex education programs and activities there is a long list of um basically draft notices that uh Neola is suggesting that we have not changed that should probably uh we should probably devote some time and attention to um I I would I would recommend at this
055point to the committee that that maybe we revisit some of those drafting notices moving forward um so I think which one is that Craig I'm gonna be honest there was so these were really long and I kind of wanted to wait to get an explanation of I got my microphone I think working again here for whatever reason the toggle wasn't working on it but um just to let you know uh we put these in um just so you can see what happened in the world um that wasn't us because we were enjoyed right right what what we really need to do is we need to take a look at the um Neola 2020 policy and take that policy and compare it to our old policy that was the 2020 policy and then discuss how we
056want to move forward and that's that's really what I I would like to do but this is an example of an update um when when you have legal changes that happen um niola doesn't wait right they they push something out right away and they say hey uh these on these special updates we need you to take action right away um because we don't want your policy to be breaking law right and so what they did is they told us if you're if you've adopted the 2025 resend it right and resend all the AGS you can see those two AGS 2 2264 and 2266 that go with it uh and uh resin um the the special forms that went along with those as well because we're going to ask you to go back to the 2020
057now they have also done a 2020 update with the 2025 um OCR update or or letter to um you know a a a people uh saying this is what our interpretation since 2020 with the new Administration would be okay and so that's the piece that we need to look at um along with our old one to say what do we want to do uh moving forward but niola um as well as many attorneys right now are saying um go with the new niola update of the 2020 based off of the recent OCR letter that came out uh the dear colleague letter from OCR excellent so so basically if I am paraphrasing Jared in just like a nutshell this is just more of an update to to the committee at this point in time about uh
058Title 9 uh developments as well as a heads up that we're going to have to possibly make some draft updates uh to our current uh Title Nine policy to bring it more line with uh Neola and I would make a special uh note uh to um basically uh the minutes of the meeting that um you you know this this this group this policy committee is instructing the board uh uh to uh continue to follow its 2020 title policy until changes from the most recent um OCR letter can be uh in place uh and so uh that would at least inform the public what we are doing so logistically from it sounds like an action step that needs to take place but really when it comes to a like a consent agenda item or anything of
059that nature maybe it's just a an update to the board because I don't I don't know what there's really any official board action to take on this at this time no uh because here's the thing we are we're operating under that 2020 and we have been because uh we um were enjoyed but we still um need to make sure that we're sharing with the public just what it is we're doing because some people don't understand and they're going to think that because the law said we had to that we would have done trainings uh and would have certain forms available to them that aren't and so just being very transparent with the public through our minutes to say uh that we we had this update from Neola that the action step that the policy committee
060is recommending to the board is to revert back to our 2020 policy until such a time where we can review the OCR update from um Neola um uh you know and uh update the 2020 policy with that OCR update okay got it okay sorry that was wordy but it's you know it's very convoluted okay no I'm just trying to make a make a note of it so I can remember for um the meeting summary to the to report to the board okay all right any other questions regarding that no nope okay so that brings us to the Neola curriculum policies uh these particular policies I I kind of want to say that um conversation between David Trader and myself regarding uh you you know the curriculum review and sort of thing trying we're trying to
061work a little bit uh hand and glove more or less with the with the um uh ed services committee to try to come up with uh the right course of action when it comes to where the board would like to go when it comes to uh involvement with curriculum development and um I I don't know did you have other things that you wanted to add to that David I know I have a I have your email um specific to some of the discussion points um but uh no uh I think uh maybe charity was the only one who wasn't present between yesterday morning and today in that um touch points between committees has always been a it it's been messy doesn't matter if it's Ed services and HR or if it's uh policy and and
062uh fiscal or if it's planning and and whomever and so um in as much as the uh department or the agency or the expert uh when it comes to policy or a sponsor weighs in with some uh preliminary work or some expertise um that that's been fairly common uh what you don't want to do is end up having to do anything twice or rehash the same discussions or undo what was a a a thorough and robust and appropriate conversation by another committee um so in this situation you know just for I'll say Chari benefit uh and to kind of reiterate what we said yesterday is that uh last month's policy meeting uh these two curriculum I think only one or two of these curriculum policies were tabled uh just because we agreed that they needed
063some work uh policy uh was focused on getting the entire book adopted I don't want to say they didn't have the bandwidth but uh let's say ed services did so we discussed it uh the following morning at ed services this of course in January uh ed services had some ideas on how we wanted to attack uh curriculum review and uh then more or less volunteered to take the first pass at updating or editing Neola policies in in the in areas where uh last District policies were were muted on the subject and so that's what Jenny did and that's what these were uh these policies as written were brought forth yesterday at ed services um as the first draft but now as opposed to Lynn or Jared or policy having to do it uh Jenny and
064Ed Services did it so these policies come to you as recommendations from from Administration for consideration they shouldn't be viewed any differently than if Lynn had marked him up um and Jenny uh did her best to incorporate not only District policy Neola policy uh ed services discussions and then will policy where she could find that it was applicable um and and that's the documents you have in front of you right now okay so so I guess in con continuation of the discussion that was held at ed services um you know these are these are being recommended to the I don't know committee as some of those changes obviously it's a little bit more uh there's still some some work that needs to possibly uh occur here and um were there some other thoughts that other
065committee members had regarding these particular policies I will reiterate that in 2210 I did mistakenly not change at least every five years where it says um shall provide for the review of the evaluation process at least every five years and we had discussed in January changing that to seven years I did not update that and I apologize so that should read at least every seven years that's what we had talked about in January at services so that's in 2210 that first paragraph and I will update that on my own unless anyone has an objection to that I I actually I actually kind of do I think um uh for the purposes of of these types of policies it functionally looks a lot different from the review curriculum review process of let's say Ela math or
066science um what I'm gleaning from the intention Behind these particular uh policies is more along the lines of a just a a brief oversight or a review when it comes to what what actually each course is offering uh and the material and the standards in which are in those those courses um not necessarily a deep dive on whether or not this this is a a perfect alignment with with everything else I would think that that would be you know a different function from a uh from a um administrative standpoint if does that does that kind of make sense or yeah so um where you're talking um you're getting into what I would think would be a companion to this that still needs to be developed um which is to talk about what our curriculum uh
067review process or uh new curriculum uh review with staff looks like and what does that look like uh and that tends to be like an administrative guidline um if you want it that formal a lot of times it's an informal process because trying trying to get a single process that um is Handy for each different genre of curricula uh would be very difficult and so that tends to be something that's done at the administrative level um we've always in the past at least since I've been here told you here's here's the the timeline here's the steps that we're going to be taking here's why we're taking these kind of steps with this curriculum uh and there were some questions about why is this different in the math versus what you did in the English and
068you know we had some explanations for the for the why and that uh but that tends to be more of an administrative structure right um and I guess I guess when I'm thinking of you know from A administrative standpoint when we say You must undergo a curriculum review every uh no no longer no um yeah I guess no longer than seven years in between Cycles every time that comes up you know as a board member you're you're assuming that that that there's going to be a change that's made to that particular curriculum within that cycle um I'm not necessarily suggesting that um that curriculum needs to be changed but maybe a review process in the sense of hey are we is this particular uh course suiting suiting the needs of our students uh our community
069um uh parents that sort of thing I I agree with you Craig and I think a because it you know especially when you look at a the course of study subjects classes and organized activities provided by the school so I I I do appreciate like you commenting that because it I think it is more broad than necess necessarily the curriculum alone so I agree um so Craig are you suting five to keep the five years I honestly I think it should be on like a threeyear cycle when it comes to some like well in for for clarification and and not to disagree with you or Craig or Lori but to Jenny's point the review processes that she refers to that was established I shouldn't even say established about three maybe five months ago Jenny correct
070me um we started looking at each individual Silo of uh academics whether it be math reading science uh K through 12 in the cycle by which new um texts Andor I'm going to use the word curriculum but we we know it's a major investment I mean we used almost $900,000 of uh arpa dollars or excuse me Esser dollars in order to buy you know some of the new curriculum so in the new textbooks so it's not something you want to do from a from a material and I say material um physical perspective more than every seven years just because there's a financial burden with making changes and I think that's what and and by the way Jenny and or anybody else on the call feel free to correct me in case I'm misspeaking here we
071don't want to be changing textbooks or or anything else that often because that speed if you decided to change it w would be more than the the district can afford to pay for uh and and and then change the teachers and the PD etc etc etc so we have to have some commitment to a longer duration yeah that's that that's independent of Craig what I think you're leaning towards which is does it still align with our mission and reviewing it every three to five years on on that end are are are can we agree that those are two separate things or or do we think that those need to be joined into one thing because I need to understand yeah yeah I think thinking I think I think you're right David I guess that's what
072I'm trying to articulate um that that a curriculum review process as we know it to mean in education would be different from a course review I guess that would probably be a better word for it uh a course if I can interject real quickly you know basically you're you're intertwining some some of three things that we're trying to separate you know the curriculum review and development is really the standards at which align to our goals as the district right and are these the standards that we want people to learn about in Reading in math in agroscience whatever right and those those are the the curriculum development pieces aside from that you have courses that you take those standards and break them into um to make meaning out of the content right that's on a different
073review process one that you talk about courses and and what is going to be a course manual and what makes up a course and then lastly it's the materials and materials tend to go at the slower rate because of the economic factors that go into it as well well as you know if you're if you're turning those over every three years this the teachers are just getting used to the material that they're using to to to develop uh the student so those are really the three different things that we're talking about and that's why there's these three different policies here I just want to make sure that we're not going you know between them yeah yeah um I guess uh from my standpoint it's not necessarily a uh review from the standpoint of we're we're
074going to evaluate the criteria by which we're going to uh to teach that um those materials but rather um to evaluate the appropriateness of that um material um from from a standpoint of where where the community parents you know the school board uh feels is appropriate to to move forward with when it comes to to that sort of thing um because if if we're going to approve the course guide the the uh on a regular basis should have a pretty good understanding or or uh feel for uh what is what is um being taught in in the buildings shoot I I'm not sure if Jared was talking or not or I was not talking I I didn't uh but but I I will say um there is one thing that I think we need to
075do with all three of these policies that are put forth which is where it says um the the district administrator or superintendent um we we generally have after that or their design and so we're going to have to make sure that um we we put that in as it goes uh the first draft because you know we we handle different things in in our different departments so if if I may uh Jared and Craig um given that we know that these aren't exactly ready for prime time yet uh for a variety of reasons what whatever Jared just said or they're not on standard letterhead would it be appropriate to do exactly what Jared just said and create a policy that better defines how one rolls into the other uh get some definitions what's a course
076book what's a curriculum guide what is uh you know what have you what's the review frequency of each Who's involved at each level and call these all you know 2210 22101 point2 and3 so that we don't get confused between what each policy is and what its uh breadth and influen is uh I think I'm clear but if we're going to bring up uh you know third party reviews uh as a model policy I I'd want to know where somebody wants that to apply and I think the district in my time involved with them has done a very good job of doing a deep dive into math or science or or what have you where they do a cross functional team of teachers students board members K through 12 uh they go visit other districts they
077talk to other teachers I really like their process by which they make that evaluation or have in the pth whether it be reading corners or wit and wisdom or I can't remember all the the the the curriculum or the the textbooks that we buy but I I don't want us to slip from one level to the other unintentionally here um and and I feel there's some confusion here maybe it's just me but if Jared and and and Jenny were able ble to say okay this is how one flows to the other this is and this is the level that the board should be involved you know that per per state statute we should be involved at a particular level in that process in a very specific level not not necessarily in picking the textbook but
078in in setting the the policy of of what deliverables or or you know what curriculum we want our kids to get so I'm still looking for an overarching document that ties these all together with very distinct definitions and roles and responsibilities and review frequencies and maybe it's just me so I'll leave it up there for discussion and Jared and Jenny your feedback to to see if I'm On Target or if I'm missing something I would you know agree that maybe a a document that outlines or the board here's what here's what those are and here's what they mean and working through that that document we're we're almost trying to set policy before um Jenny and Ed Services can talk about what their vision for doing this better in the future is um and it's hard
079to put a policy in place that doesn't conform to how we want or how we see curriculum development happening and to what level um the board uh is in that uh and we are making some changes to that uh and I think rightfully so to to look at the board's involvement in that piece um and you know um Jenny's new and established role for the whole U of what we do on the instructional side you know I'd like to have her have some freedom to say this is the this is the kind of processes I want to put in place and then come back with more or or better defined uh policy to back up the processes she'd like um I would go out on a limb as to say that I I don't completely
080agree with David I do agree that perhaps maybe we need to have a little bit more um more clarity on which parts of the process need to occur and when um but as far as I'm concerned um a board board level involvement in every step of the process would not be unacceptable to me I think that um on having a board level involvement and understanding on what's going on with that particular curriculum uh at the classroom level how it's effective is only going to make more informed decisions uh at the board level when it comes to what makes the most appropriate sense um moving forward when it comes to approvals that's why that's why I also believe that this thirdparty curriculum review process is is also something that we should consider um implementing where where
081there is a Review Committee that uh represents um parent one or two board members you know a teacher administrator U to be able to review not only curriculum but also materials uh even so much as lessons uh in that particular course or class I completely agree with Craig I think I I was gonna bring this up last or yesterday morning but obviously we were doing a broad Strokes uh view but I would personally feel very uncomfortable with any sort of set up for curriculum and material adoption that did not include uh some very significant way of making the community of the district personally involved and I don't have a fundamental concern with that I have a logistical concern with that and I don't want to make it seem like Logistics aren't our concern or or
082shouldn't be primary or should be primary but I don't know Jenny and Jared how many different courses do we teach right now or how many different classes or I don't even know how you want to is is it 500 I mean how many different subjects text combinations of grades classes and topics do we have a lot I I was say I think that's pretty rhetorical in nature but you know if I may just add this um well it wasn't rhetorical it was like if there's 500 of them yeah Sam Sam and Craig with all with all due respect I'm trying to figure out how we can be efficient in reviewing 500 different courses thoroughly with people who may not know anything about the subject that they're reviewing and then the timeline and the recurring frequency
083that we obligating either us or the staff to do it I'm not saying I'm against it philosophically I'm just saying before you make that ask or that requirement be aware of what it is you're going to put on the shoulders of those teachers those board members those community members and then expect them to be experts everything from kindergarten reading all the way up to Advanced physics and and maybe I'm maybe I'm making it more difficult than what you're trying to make it I I don't I don't know but yeah yeah I I in a way I yeah I do think I do think you're I do think that um either there's a a desire to try to make it a little bit more complicated than it is or or what I don't I'm not sure
084so because there's a because there's a you know when it comes to a curriculum the review process like I'm describing how Neola is outlining I'm not not Neola but um the third party review process that is in the model policy um that that involves other other particular individuals that are uh educated in those particular subject matter uh areas and I do feel that you know the benefit of being involved with a with a school district and uh working with educators are they're good teachers if they can't uh if they can't uh bring a a board member to understand very common uh Concepts when it comes to those particular curriculum topics or or standards you know come on 're we're we're we're we're stretching here so Craig if I may uh like I don't I don't
085have a like I'm not against having a curriculum review process you know I I don't know why it's called third party necessarily because uh it it still involves the people you would want to involve matter of fact um we if you look at this right we tend to do everything that's said here my only concern with this is how prescriptive it is and to try to take that same prescription across every genre may be difficult and may may you may not want that you may want to be open to uh thinking about and and involving different uh venues or Avenues um other uh you know people out there who are are well versed in the material but we we do this I mean often you know um sometimes We Gather student input uh sometimes We
086Gather parent input um we certainly have had board members as part of the Review Committee we did with math uh we did with uh reading you know um you know I so I'm not I'm not saying we shouldn't have a process I'm just saying a we we want to make sure that our our process isn't too prescriptive to allow us uh to make sure that we're flexible enough in each genre and that's why I'm saying you know I I don't I don't mind having a something in the policy that says you know the uh director of instruction right shall have a process by which they review curriculum and and saying that that um you know the the committee uh would uh May organize Pilots they may gather student surveys and or seek parent input um
087you know if you want they shall have a board member then put shall have a board member that but that means the board member has to show up right or you can say can can uh you know you know involve board members however you want to do it make sure that we um are open enough but uh still take the essence of what you're looking for um that speaks to you out of this but let's not confine our elves with a uh such a tight prescribed process yeah and then can I can I intercede here for a minute and I know my voice is not strong right now and I am not feeling well um and I don't know that I'm have a stronger voice than I had yesterday but when we did talk about
088these three yesterday during ed services 2210 2220 and 2230 we were talking specifically about curriculum development the course of study Allah in the past we've kind of called that the approval of the course book and then the introduction of the idea of curriculum course guides where we sort of explored that um example from wakesha and then I did say there is a different set of policies in Neola the selection of instructional materials and the adoption of textbooks which I believe is more what third party um the third party um policy that is in um tonight's agenda addresses a bit more closely what I can do is I can um go back and include that in this process and maybe try to provide an overarching document about how these three policies in addition to how 2510
089and 2521 which are not on the agenda tonight could fit together and how they have traditionally fit together like I think back to our like Elementary curriculum review process that we're undergoing right now um and we can you know incorporate some of the pieces where we have had board members on that where we have had um chances for you know staff to be reviewing what the materials are and I'm I'm happy to do that if that will help us move forward I'm open open to that feedback um I just I want to better understand what it is that the board would like me to include in these pieces so that I can help us uh move forward and come up with a process that you know makes sense to everyone and helps us move forward
090so that I can help move our teachers forward good good question these are these are great um absolutely you're you're you're right on Jenny when it comes to some of those other course uh selections and and I'm I'm with you there I just think that there needs to be a little bit more resolution uh behind uh some of the elective courses some of the courses that um seem to have had broad free range to be able to teach whatever the teacher wants to engage in and and that's not according to um board policy board uh according to the st's statute that if if the board is has the statutory obligation to approve a course and the materials we we we probably should know what's actually being taught in that class uh so so I I
091think I'd take it a step further and say yeah board board level involvement in that process is is essential and um I I don't I don't I don't think I'm going to deviate from that I think that um it might look very different when we're talking uh talking about let's say reviewing a Woods class or music course or something like that that those those uh some of those courses are pretty uh pretty cut and dry they just uh you know you'd flow through them like we flow through some of our policies you know uh and then some courses might be a little bit more in-depth and involved uh I I I at this point in time we don't know what that looks like until we get there I have a question Jenny what would what
092would be most helpful to you because Craig it sounds like some classes you know you don't necessarily feel that we need to have any specific input in but as it relates to writing a policy that can sometimes create a challenge um you know so would it be helpful to have certain subject matter areas you know I mean is it just all electives and everything that's part of the main social studies Reading Writing math everybody's okay with and you know so I guess I I'd be curious as to what would help you determine next steps as to as to how it relates here because to me it sounds like there might be certain subjects especially the ones that we spoke to earlier you know Craig you had you had asked questions um as it relates to
09318 some of the 118 State policies are those the ones that are of primary concern um asking me or go ahead Lori I didn't know if you were talking to me charity um I outlined a process um just briefly during ad Services yesterday in which we would be creating course um curriculum course guides for each of the courses within the district um and from there um placing them on the district website and I shared an example from wakashaw and I'm happy to share those links with you as well um and um thereby sort of making creating a published curriculum this is something work that the district had started pre pandemic um and it's something that um I feel like is prime for us to pick up again um just wanting to ensure that the format
094that we're using is one that will hit the important areas to the school board and process that will work well for our teachers and provide the information that we need um I know in the course approval process we had talked about uh or the course book approval process I apologize for both the middle school and high school if there were any particular courses that you know the school board was uh um more particularly interested in learning more about I would be happy to um expedite that or work closely with that teacher team to get that information um and I'm happy to do that as well and at the you know at the same time working through that third party or the instructional materials textbook piece of it as well because as Jared said I kind
095of see those as two sort of separate pieces um and I'm I'm happy to do those things no and thank you friend I guess my qu and again I apologize for the questions being newer just trying to seek to understand is there a way to to follow something akin to what my understanding from Sarah Duncan as we do with budget where If This Were to be posted you know ahead of time where where people had a chance to review it and can then come to public comments to express any potential challenges that we would just align with an existing process and then Craig the question back to you was just are there certain subjects but but Jenny if you wouldn't mind just helping me understand if something like that would be possible or feasible yeah
096and in the past um and don't apologize for questions charity um in the past you know and when we have done new course proposals those are always uh posted ahead of time through the ed services um and so people can always see what the new course proposal pieces are I think what's come out of the process is uh concern about about understanding um current courses um and just ensuring that there is an understanding of what the curricular goals are in the current courses that are being taught thank you friend I would go farther Still Still farther just knowing what the curricular goals are just knowing what the what the standards are in the course that that doesn't tell a board member much of anything what what does tell a board member when they're approving a
097particular course are the materials that you're using how you're going to move forward with the lesson plan how you're using professional development what what is the required professional development all of this stuff happens to be you know public information and is subject to open records requests as well uh and uh what was kind of troubling at the ed services meeting was some of that stuff doesn't seem like it's readily available or well defined and um I think I think we need to get there and um when it comes to reviewing um electives course the courses that we're teaching um I think that's I think it's essential that we have a little bit more clarity definitely a lot more board involvement in that whole entire process yep and Craig I very much appreciate that and I'm
098not trying to diminish what is available to the board and to the public so if it came across that way that was not my intent um I would point to uh to that 2230 that curriculum course guide as as well as that sample and that draft and I my goal and I know we had a discussion about this during ed services I couldn't hear everything through the owl I apologize because it's not always the easiest way to do that through Zoom I would have far preferred to have been in the room with you guys but I didn't want to make you all sick um but aligning that 2230 with that curriculum um course like sample that I had uh proposed um so that the pieces that the board feel like is important is what shows
099up on that curriculum course guide um and that that was the feedback that I would be looking for um and I'm again that's why it says draft all over these things because I'm not convinced that I have the exact answer for what what it is that the board is looking for and I'm happy to hear feedback about that I I guess I would one more I would say that uh Jenny I did appreciate the um uh the effort that you put forth on on that course draft and outline especially given the fact fact that um the example that was used from another school district was very thorough and it it happened to indicate a lot of the the pieces of information that I was interested in knowing um as a board member I can I
100can um review those particular pieces of curriculum uh and and and go and take a look at what perhaps is being taught in that class but that doesn't that doesn't necessarily preclude a board member from wanting to have a more of an in-depth look at those particular courses also so um so so yeah I think I think it was a great step in the right direction to to uh to what um we can seek as at a high level for for a board as well thank you and again I hope you know I am open to feedback I just am trying to streamline the process so that it is useful for our board it is feasible for our teachers it is like I said we had embarked upon this preco um and I think there
101were things we learned along the way that we can bring to this conversation that can support the process and get to our board and to the published curriculum on the website that will be helpful I just want to make sure that we we we set up the format the way in which it will be done the way so we can you know do it right the I don't want to say the first time because it's not like we won't be reviewing these on a regular basis however often that is I won't put a number on it but I just want to make sure that we have the information the board wants on there um and then when I present and share with the teachers we're not asking them to go redo it um in short
102order any any other um any other thoughts on this before we kind of try to wrap wrap this up a little bit I just have one more thought and it's more of a a philosophical thought that um we started this process with and it came from Scott from Neola which is make sure that great doesn't become the enemy of good let's get good in place let's monitor it let's keep getting better every time we do it but just know that this is a review process that we take on all the time so I'm I'm much more intent on getting some policy in place that's better than the policy we have and if it's not working when we review uh we'd get better I'm a fan of continuous Improvement Dr Burke so I appreciate that all
103right uh all right so anybody have any thoughts on the action steps going forward I think David Trader you had um laid out a little bit of a a suggestion when it came to uh maybe a administrative guideline that kind of defines what particular areas we needed to be in I thought that was I thought that was good it was good step in the right direction um any other thought thoughts I mean I think that there's still some I don't want to say confusion and Clarity I think it's been a good discussion um I didn't I'm not disagreeing with anything I heard obviously it's all in the implementation and putting to to plan and action um and and making sure that it works for everybody um so if these policies aren't ready for first read
104and I don't think they are we need to give staff and administration Craig some direction on what they should do next in order to get it uh continue moving in the right direction and that's where I'm I'm a little confused fused on on that I mean so so far um if we were were to break down uh curriculum development um that in and of itself uh I suppose that that review uh from a staff standpoint from from A administrative standpoint every five to seven years I'm not opposed to that idea um the curriculum the review process by by committee I still think that that should be on a by Third Party Committee should be on a three-year cycle and I would probably put that across um all three of these and can I uh can
105I add on to what Craig is saying there real quick um one of the questions that was asked of Craig earlier when he proposed this uh which what I think is a pretty great idea um one of the questions that was a was proposed to him was well Craig really what do you like how long is this G to take how much time is this G to take and I think probably the best answer to that is when something is important to our community when something is important to our parents and our constituents we start working on it and we don't have to get it all done at once but we have to start moving in the right direction and I think that at least saying hey in the next three months we're going to
106set up you know we're going to set up a panel of people and we're GNA at least kind of figure out who we could get to come and do this maybe they're not going to be the same people every time but let's try to get some people to do this and see if we can move in that direction let's see if we can accomplish it you know can I propose something and perhaps this is completely out of line for me to propose I'm wondering do we want to create a subcommittee with myself and perhaps the chair of AD services and the chair of policy where we work through 2210 2220 2230 and Loop in the adoption of textbooks 2510 and the selection of instructional materials and Equipment one and then we work through some drafts
107in a subcommittee uh structure and bring those back for a first read either to policy or to ed services I wouldn't uh be opposed to it but I would leave that uh up to the committee because the committee decides to if the committee decides to form a subcommittee that is a committee function so um if the committee finds that it would be I'm okay with that Craig I would just change that action item to Ed surf's chair or uh his designate I think that's a good idea and I think looping in those other like you said Jenny bringing those other ones in so you have all of them in front of you you can kind of put them all together I think that's a I think that would be helpful I'm fine with that charity
108uh are you okay with um forming a subcommittee of the chair Andor the of the policy committee Andor a chair um a a representative of the uh ed services committee to move forward with um this discussion and to try to refine it a little bit and people are willing to serve friend absolutely okay right well then that that will be the action item moving forward for for these at for the moment yeah hearing that that is the direction of the committee at this time okay any further discussion can I what Jenny what were those other two policies just so I can kind of look at them on my own time in case I have anything to sure and those aren't even on first read tonight so right but can we can we I think we
109can can we still find them Jared or no I haven't done that in a while I believe I believe so I'm speaking for because she showed me how to do it okay then yeah just just want to make note of it of the all the policies Lynn can you can you answer oh God sorry yes you should be able to see the drafts okay I am sorry but I think I am coming down with this code that everybody else had I I will have to take a look to verify Lori that that is accessible okay I'll just write them down and if I can access them I will let you know um what were those policy numbers again Jenny sure 2510 which is adoption of textbooks okay and then 2521 selection of instructional materials and
110Equipment perfect it's just easier if I have the number I appreciate it yep yep okay very good awesome all right and all right so we're moving on to uh moving on to item F of our agenda uh Neil policies 2000 group two on this particular uh topic of discussion we have a couple of them that um might be of particular interest um probably controversial issues in the classroom which I anticipate having a discussion about uh title um Title One Services they looked like there were some changes possibly uh as well as uh uh summer or interm sessions session school that was a uh discussion that was had at ed services as well and then uh curriculum uh programmer curriculum modifications uh so anyway did anybody have anything in particular that they wanted to start off
111with on this group of policy um Craig I'll go first with 2440 I I sent a note to you and uh Jared yesterday I didn't copy um uh Jason Whitaker I think I copied Jenny I didn't copy uh Fred or Jason Jason as you guys most everybody heard in the ed services yesterday sounds like there was some uh a deep dive by the two of them and just to readdress I'll say a longstanding open question of the board as I perceive it which is why do we offer summer school and what are its expected outcomes we've never memorialized that anywhere and I'm not saying it's a perfect fit to put into 2440 but uh I have no issue with 2440 as it's written I was just uh thinking that if we wanted to put that
112question to bed we would uh spend some time not here but hand that policy over to Jason and Fred for their uh input as to what they discussed and and what the and and the full board and the full Administration I'm not trying to make it entirely on Jason and Fred it's just that they had some robust conversations and I'm still looking for a a a home for the the the I don't want to call it the mission statement but the the value proposition of summer school why does wusd believe in it and what do we expect to get out of it and I'm just looking for a home for it I'm hopeful that this policy can be that home if it's not that's okay maybe it's an administrative guideline I just don't want to
113have to keep on asking the question every year as to why we do summer school and and what we're trying to get out of it um so that was my my two cents on that I'm not saying don't push it forward for first read I'm just asking if you think it's appropriate to turn it over to Fred and Jason to take a look at it to see if they have some input before we send it to first read any additional conversation discussion on that point well oh go go ahead Lori I know you know I I agree Dave and I know like I think where I if I can make a suggestion if there's anything that maybe needs to be added I think it would be in that you know the summer and interim session
114uh School instruction shall be designed to provide opportunities for students too and it's got a is cross Alpa B CDE E I think those are kind of like uh you know generically says what but I I would say that if there was anything to add that may be the place to add it and yes exactly right so I mean for example there I mean I I know that's pretty high level on what it is but don't know looking for more of a exactly and that that's why I wanted them to have a take a look at this because for example at a minimum Lori we don't make up failed courses in the summer time right so right we know we need to edit that but a conversation that is long standing on the board is
115do we mandate people who are not at grade level in any subject to take summer school is that an official policy or is that an unofficial policy of the board if it's or we're just trying to get them into some organized learning we don't care what it is so if it's enrichment that's better than nothing and and and so it's it's not typical that we put well I guess it's not entirely typical uh you know do we put philosophy into policies and I think you'd argue that well sometimes we do and sometimes you don't some sometimes these policies are very uh linear and they talk about very factual do this than that and then there's sometimes where you do get a little bit of editorial in there and and that's what I was trying to
116Advocate to add to this besides cleaning up a little bit on that note can I ask a question and I I know the summer school we it's been a long process so things have you know kind of been changing which I appreciate but do we not do Credit Recovery would that not be cons am I am I wrong I remember that was in like a course book way back when when I think Jamie was still um directing it does summer school offer Credit Recovery we do offer Credit Recovery we don't we don't offer a chance to improve a poor so it's not improving grades but it we do okay sorry I just that was kind of aide because it is different so I want CL clarifying that in my brain good yeah good clar ification
117but part of the reason why the document might need to be more in our legal Lees than in Neola yep nope that's good um so anyway Craig my my my my suggestion my recommendation would be to let Jason and Fred take a stab at this along with anybody else ed services or Administration who wants to dig into it uh before moving it forward for first read uh I'd be open to that I I guess I I take a step back though too um in the sense that um I would also contend that maybe Summer Schools should be more than just Credit Recovery uh when you look at the uh promotion and retention policy which we discussed a lot about um it's it's about helping as many kids succeed as possible and I I think that
118that has a place here during the summer that hey uh we want to make sure that you are promoted to the next grade level uh you probably you you know you missed all all of these particular courses and you got D's and Fs in eth grade you know in order for we to make sure that you get promoted to high school um one of the interventions me be that you take some courses over the summer to get there I mean I I don't want to rule that out as a possibility well it does and I I apologize but that probably would fall under makeup a failed course correct so I I I read improve a poor grade and saw it cost out and I didn't read the failed course again so it does say that
119so should we let them look at it yeah and and Craig exactly to my point the the the let's call it the hypothetical language I put in the document that I copied you on yesterday would be it was WSC staff will strongly encourage but not require students are not achieving at grade level to participate in academic summer school programs in addition to the enrichment courses that they may choose to pursue obviously we would I mean Brad Clark told us specifically yeah they encourage parents to do it yeah they encourage kids to do it but we're not mandating it and and and that's been a internal struggle for the board since I've been on it and part of the reason why there's been frustration with summer school is we're not all aligned with why we're doing
120it and that's why this policy could give us some consistency amongst ourselves that say hey this is the way we're going to vote on it this is what we're going to try to get out of it I I agree 100% with everything you just said Craig except for it it it's been difficult to implement in practice and and we've not done it and so if we're going to say we're going to mandate it if I understood you right well that's going to be a major change to the way that we've done it in the past or only offering academic programs as opposed to other quote unquote enrichment programs so I don't want the policy discussion tonight to get down into the weeds of summer school I'm suggesting that we give it to the people who've
121been working on summer school to come back to policy with what they think and if they want to bring more than two people together besides just Fred and Jason then let them do it if they want to bring it up to at a strategic discussion of the board then we can do it but I'm just trying to get it off the plate tonight and tell you that there's other people who are probably better at it than we are to to make recommendations and changes to it I agree I I'm I'm with you David I but I mean I would send it along with my two cents that absolutely I think we need to be considering um not only credit recovery but uh you know as a a as a uh a makeup for field course
122that sort of thing uh to improve those learning skills if if if a child's not participating in a course um they they really should be I mean showing some sort of effort to want to improve and uh I think summer school is a prime opportunity for them to demonstrate that so um so absolutely I'm I'm fine with uh having having uh Fred and Jason have a further discussion about this I I think they uh I think they definitely it okay thanks Craig so Jenny and Jared is that something that you can advise Jason on and I can talk to Fred and Craig and I can both be there again kind of like the the curriculum review just have policy and Ed Services there I'm not suggesting this is another subcommittee I'm just saying let's give
123it to the two people who've been most involved from a board and a staff perspective in discussing you know summer school I'm not trying to kick the C on this one or pass the buck whatever you want to call it but at the same time we're not in the we're not doing the work not the right position right now for us to work on it so I just want to make sure I have your understanding that that Jason and Fred could probably do a pretty good job on this yep I will make sure to pass that along to him along with your feedback David okay if that's okay with you Craig that's fine yeah it's fine great so we would take it off a first read Lynn and uh I'll Circle back with Fred Jenny
124will Circle back with Jason and we'll see if we can bring it back forth next next month all righty any further discussion on that all right I had a question about policy looks like 2261 uh district and school report card uh wait a minute you need more not 1.03 um it is 26 looks like it's 20 2261 ah shoot it's under title Title One Services I'm not are we having yeah there we are just 2261 Title One Services um I'm seeking clarification on the second page where it says um under professional development number four and then letter A it says number four says allocate part of the staff development to the following types of strategies and one Foster fostering gender Equitable education can somebody explain to me what that means thanks Craig um Lynn and
125I this is Jenny Lyn and I were taking a look at these um title uh Services policies uh we have a series of policies here in niola um some of which align with our current policies some of them are new policies M many of these did not allow any options as you can tell because typically if they have the options it's like the check mark in front of it and much of this is just taken from like the state and federal law over the years um we have made changes to our current policy based on uh different um audits if you will they don't call it audits in fact they get um mad when you call them audits they call them what do they call I can't remember what they call them comprehensive reviews or
126something like that so like the parent involvement one has been added recently um and Lynn and I did discuss this one I think this is just simply like that we're not favoring boys over girls in our instruction in like literacy and in math is how I would interpret that that's how I M yeah I think uh you know where my mind goes is the word Equity doesn't mean the same thing as the word equality Equity means adjusting things that are unequal so that they become unequal by our adjustments of them and so when I see gender Equitable education I'm not seeing you know we're going to create equal opportunities for both groups I'm seeing you know a statement that there is an unequal outcome and those outcomes May must be made equal by professional development
127uh efforts what um what would happen if we we just strike that just strike that um first I mean I mean of course we're going to do what uh Jenny is um saying that the intentions are um to to make sure that we are um not uh biasing the education according to one's gender so why don't we just strike it is there anybody that would be opposed to striking that line Craig I was just looking to see online if there was anything that I could look at um under under UNICEF they say educ or gender Equitable education systems Empower girls and boys to promote the development of life skills like self-management communication negotiation so I I I'm not necessarily completely opposed but I think if we provide some guidelines as to what falls in that
128space because to me life skills self-management communication negotiation regardless of gender I I don't see a problem with there being any professional development personally along the lines of self-management communication negotiation well but it doesn't say any of that on this on this policy and we're talking in the um we're talking in the context of Title One Services as well okay well I just didn't know if there was an opportunity if we there was any interest in doing modific to create specific language around what is what falls in that area if that would be helpful or not could you send that definition from UNICEF a link to it into the chat please absolutely all right I am let's come back to that one uh the other one was uh policy 2240 controversial issues in the classroom
129um that particular policy uh I feel like I I'm in line with with um with the addition of some additional language um you know basically in the discussion of any controversial issue in the classroom including during non-instructional times such as school announcements or assemblies or during home room or study periods or in the course of professional duties and educator must not pressure students to adopt a certain point of view um so I if an educator uh expresses personal opinion or on a controversial issue on controversial issues here she shall identify the opinion is search so that that's repeating some language that's already in the policy so that's just um maybe a one sentence ad really uh that I was going to recommend where was that Craig where do you want to add that so the
130where do I want to add that so I would put it under the um heading in discussion of any controversial issues um in the course of professional duting a teacher and it says may not express a personal opinion which I'm I'm okay with um I would probably put it under under that um there's an entire section sorry there's an entire section that struck as I read this and it says may Express an opinion but shall identify it as such is that yeah yeah I would leave I leave that out that's that's fine I would say but but the line the line um I would probably put a bullet under me not expressing a personal opinion but also put a a uh a bullet that says including during non-instructional times such as school announcements or assemblies
131or during home room or study periods or in the course of professional duties an educator must not pressure a student to adopt a certain point of view because to me that that um you know it's not not just spe I mean it's more specific than just says that you're not going to express a personal opinion but you're also not going to pressure a student outside of uh non-instructional time yeah no no issue I just want to make sure if you're going to give an edit to Lynn that Lynn has a clear edit I can I can email that over yeah if you could email it to me that'd be awesome thank you uh the other the other part uh would be uh regarding you know controversial issues not sure where this particular line would fall
132but um and it's another sentence that says Educators shall provide effective notice to parents in advance of controversial issues being instructed in the classroom uh effective notice shall be construed to mean notice sufficiently in advance of instruction such that a parent May opt out of a particular of particular units classes assemblies or announcements prior to the information being presented to the student and this will not affect the students grade so so there there there's a couple of lines that I feel like could uh be added to this as far as the verbiage is concerned that can provide a little bit more clarity behind um you know parental rights as well as uh directs the staff to uh not pressure a student for their particular point of view well Craig can I ask that is that
133something that because it does say that um after a careful personal review of the program lessons or a material a parent indicates to the school that either content blah blah blah activities conflicts with the religious beliefs or value system the school will honor a written request for the child to be excused you want more than that yes I do because um want to clarify sorry I'm trying to follow what you're saying and try right because a written you know a written um uh basically a written uh notice to the uh District puts the onus on the parent to notify the school district when they're concerned of a particular controversial issue versus um versus this language then um identifying proactively as a district to uh notify app parent in advance that there's a controversial issue coming
134up and um we're we're notifying you in advance that if you don't want your child to be part of this particular discussion um to notify Us in writing so I'm not opposed to that but I guess what what is controversial to you may be different than me and what I'm wondering is if that's if that's I'm not saying it's bad but I think where we have to be careful is if the policy says that and it a parent doesn't get notified of something that is controversial because of their personal beliefs that we don't all know about could we be set maybe it's more a question for jar what I would be concerned about that doing is setting up for um well your policy says this but I wasn't notified do you get what I'm saying
135yeah but the policy the policy does Define those particular AB c d AB C and D oh I see okay so reflecting on those okay yeah yeah yeah wait it I mean it says yeah level maturity student doctrinated persuade never mind yeah it really doesn't state that so that's what I'm you know what I mean it right I think that it it if you want my honest opinion that's where parents if parents want to be involved they have the right to and you know as a parent I ask what you're doing you look on classroom you look at you know what I'm saying I I don't know how much the policy and maybe Jared you could or Jenny or somebody could chime in on that yeah so I'll just give you some things to think
136about because I I also Craig it sounds like you're that from something if there's something that I can see more in context of where you're taking a piece out and you say I like that piece and I want it in here um if that's coming from a different place then then I'd like to see the whole context of your your discussion point but also some things to think about that have really come in like sometimes things come into the classroom um and uh they they weren't even on the dock hit for that day and I'm worried that if something like that comes into the classroom they weren't even on the docket for that day whether um it's something that happened out in the community uh for instance I will tell you you know September 11th
137uh on that faithful day there are a lot of things that happened in my classroom I was teaching eth grade social studies a lot of controversial issues that I didn't even know I would ever have to think about or address with an eighth grader right uh and and that that became uh you know some some real in interesting discussion points that and most of those discussion points were brought on by the students or you know other outside agencies that happened to be in the classroom that day um and the that you know you can't always understand uh through what students and or teachers think are are good educational inquiry right that lead to a topic or a topical discussion and so tell parents ahead of time that that's going to happen yeah I know I
138I I get it right and and that's the that's the only thing I'll say just something to think about like so so I want to um clarify uh I I probably had it added to the wrong area of the agenda so that is model policy 28 which is under um item e in the agenda so will will 28 yep model policy 28 and then um and and I I I I I hear what you're saying and I I think that if I were to um adjust the language of of my suggestion it would say whenever possible maybe just going to rec that yep effective notice should yeah I I like that because then it gives the intent uh of the board Administration to say hey teacher if you know you're going to you're going to
139be teaching about something and that that may strike a a chord right giving parents a heads up about that um so that they can have some good conversations about this is what we talk about in our home this is what we think about that subject is probably a good idea AG um I also know that uh you know unless a teacher is willfully disrespectful of that policy right that's going to be hard to manage you know I mean if you're seeing some willful um intent not to involve parents in the conversation I get that um I just yeah I'm trying to also make sure that we write something that we can manage well yeah I agree and I think opening the door to try Toc enourage that you know that relationship I think is really
140the intent if I I I mean yeah I think that's really good my opinion you know okay okay do you want to work on would the committee be okay if um I forward those particular edits you know specific specifically around Craig why don't we do this why don't you and I sit down and and we'll work through some some possibilities on that one um to craft it and then come back to first read again I'm good with that so all right so that would be an action plan to pull out okay was there any other policies in this grouping that was of other required further discussion aside from 2261 Craig just as a point of clarification in 2270 which is religion in the curriculum the end of the first paragraph it says teachers shall forward
141request for religious accommodation and instruction to the and both principal and District administrator are stricken so there's no point of contact for the religious accommodation uh it well I mean the the bullet point for the principal is stricken what it says uh oh I misre friend thank you oh that's okay so um go ahead might I might I uh uh but in uh briefly um before you guys move on from 2240 I do want to point out that in the section where it says the board will permit the introduction on page one and then there's ABC and D B says does not tend to indoctrinate or persuade students to a particular point of view um and I'm all for keeping schools as neutral as we can I think values neutral is the way that we
142should go so I think that's great but I do think that there is a problem there because it's difficult to pin down whether or not something is indoctrinating a child as you guys were talking about earlier and I think that maybe um clarifying that you know teachers will not use um a feran education method would actually be useful because that's a very popular method of talking about controversial topics in the classroom and I think that uh actually adding that stipulation in there would be very healthy teachers will refrain from using the ferian education method H Sam I'm I'm unfamiliar with that uh terminology I I opposed to it because I don't know enough about it um but I'm okay with it as it stands but if I understood more about your comment or had some
143backstory on it I I that's that's fine I just don't understand what that I don't understand the context so the frean education method oh I misspelled it frean it's Ean uh the feran education method was developed by Paulo frier uh South American educator um and it was the use of innocuous topics to bring in controversial topics in the classroom um so for instance he would teach English and he would use a reading exercise about a family going to a uh theme park and then he would use that to bring in the concept of family and talk about the concept of family and what qualifies as normative family he would talk about what does it mean to go to a theme park what does it mean for people that are that have and people that do
144not have and he would bring in uh class politics and that's actually a widely uh well I mean I'm I'm sure you guys are familiar with it it's it's a it's a pretty common Touchstone in education philosophy when you're going through the courses to become a teacher and I think that specifying that we want to stay away from that sort of education is really important because I think that's where a lot of the a lot of that gray area stuff comes in because I don't if I can say I don't know anything I'm not very familiar with that is that something that is a style or do you see that something that would be in a curriculum do you get what I'm saying like or is it a style of education does that make sense
145like what I'm ask I'm just wondering if this is where it should be be or because if it's a is it this the way you teach is this is does that make sense Sam is that like a form of like where a teacher that's everything they teach or would that be a curriculum because I'm wondering if that's more of a do you see what I'm asking I'm just trying to put it yeah I suppose when I read this specific policy 2240 yeah I am not seeing it it doesn't seem to be specifically about curriculum it seems to be attached to curriculum but it's more generally about the topics that are used in the classroom for education and kind of like Jared was talking about earlier when he said you know we don't know what line
146of uh what line of Investigation will prove fruitful in the I'm paraphrasing but yeah as Jared said earlier that's kind of not the same thing but that's kind of in the same scope as the free Aran method and the fre Aran method is a method of bringing up controversial topics I think if you're specifying our standard is that we do not allow that sort of teaching method you're taking out a lot of that guess workk where like oh well this thing just kind of came up and now we were talking about fi um Financial equity in a philosophical sense not Financial equity in an economic sense we now we're talking about equity in a financial sense and that's you know even though we're in a math class and we're discussing addition and subtraction because it
147came up in the in the story problem or something like that and I think I think that would help people along a lot yeah can uh can I propose this uh I mean I I made comment I made note of your your um particular concerns on that particular topic uh do you mind if uh Jared and I see if we can come up with something that would would be a little bit uh you know a little better verbiage on that and I can't promise you anything but do you mind if we try to work on that a little bit yeah well I mean I'd be happy to attend a meeting with you and Jared and talk about some of these things while you and Jared are you know uh I think all of this kind
148of revolves around the same topics in a lot of ways um parental involvement with curriculum adoption the manner in which controversial issues are brought up in the classroom things like that I'd be happy to uh talk to you guys a little bit more about the ferian method and um kind of where my concerns lie in a subcommittee so that we're not here until 11 pm yeah I'll just I'll um I'll say this and we can have deeper philosophical discussions on pedagogy um the the thing about what you're expressing here uh Sam goes a lot to the intent of the educator in the questioning realm right and so in order to to be um instructing like fer right you would have to come from a specific Marxist belief system and or also trying to make sure
149that you are intentionally trying to get out different content through um a channels of questioning right um there are excellent questioning methods that you can put into place that aren't nefarious right that that really get to broadening context of of whatever knowledge Point you're discussing uh and making connections to other subject or genre even if it isn't a math class saying yes and that concept equals something over here in the science field or even a philosophy of English um and building those connections through good questioning is what we want teachers to do you're right we don't want them to do it in a nefarious way right yeah and that's why I use fre Aran specifically because yes question-based education and uh inquisitive education is a great way to like have students be truly engaged but
150using a good system to bring up controversial issues is another thing entirely and I mean again won't get super specific about it right now but I do know that that's happening in the schools I hear from parents all the time who are reporting to me this is what happened with my kid today so I do know it's happening currently and I think that if we were to specifically say this is not allowed we will not engage in this sort of behavior that'd be really really really helpful to have it in writing really clearly in the policy I have to think on that more I really I really have to think on that more not that I disagree with uh you're you're you're wanting to have some more control in the area of when when we
151think a uh a teacher uh or somebody who is working with a student right goes to a place uh intentionally um that wasn't designed right um but there's multiple methods and to try to outline every one of them in policy man I just have to think about that you know yeah I suppose f is kind of The Godfather of all of those methods and that's why I bring his name up he's just kind of the Cornerstone of it um of the sort of leading question concept using using questions to sculpt in such a way that it leads to those topics that many would find controversial but yeah so sorry I'm not trying to take up everyone's time though I appreciate you guys uh letting me say my piece about that all right any further discussion
152on the 2000 series group two before we get to 2261 uh were you going to uh refer back to your uh yep 221 oh yep okay that was it okay sorry yep yeah no never mind mind so um we're talking about fostering gender Equitable education um as far as uh allocating part of the staff development to the following types of strategies well I said that backwards sorry um I I I'm not sure that that really tells me a lot so I mean uh I would think that as part of any course of an educational strategy um we're going to treat every child uh equally regard regardless of their gender or anything else so I I'm not sure that I would think that it's necessary to put that there is there any opposition to striking that
153letter A are we in just to confirm we're in 2261 uh I'm going to say H2 yeah e4a correct um as with anything about discrimination Craig my general feel is is that you say it you don't say it we all know we shouldn't do it okay right so put it in take it out we all know that you can't discriminate against anybody for any reason so I I don't in as much as I don't think that it should be taken out I also don't see a need to put it in there I would just say don't discriminate uh or you know or or allocate resources based on I I know there's some people who want to see every single possible form enumerated in order to prevent the intended allowance of it um I I would
154just say why I mean yeah I I don't have a I think it's fine leaving it in there taking it out would ask us why would we take it out unless we're somehow encouraging something that's opposite of gender Equitable education I don't think that anybody on the call is trying to you know promote something other than gender Equitable education in which case why take it out but if you don't have it in there it doesn't change the fact we're going to continue doing exactly what we've been doing and what we should be doing ethically yeah I think promoting equal opportunities in in education is great but Equity is not the same thing as equality Equity is the manual adjustment of shares so that all outcomes are equal it's I mean it's kind of a synonym
155for socialism yeah I like yeah and and and and Sam I get him confused as is that I love I think Equity of access I'm not trying to get Equity of outcomes exactly so Equity would be manually adjusting people's access so that all people have the same access it Equity still means manually adjusting what people have so that they end up having the same thing yeah I want to make sure they have the same somebody said once if you want a meritocracy make sure everybody has equal access you know and do want a meritocracy therefore I want everybody to have the same access um but once again I I'm not going to belabor one one line item because I I don't think anybody in the district or or us are going to do anything to
156violate Title One um as it pertains to professional development whether we leave the statement in or out but to some people it sends a message if it's in and then some people send a message if they see we strike it I'm just reminding you what message you're sending from my perspective I think we're going to be fine either way I just I just had the question about what what what that meant and um and I guess the uh the fact that I asked the question there's confusion around it it gives me the answer that I need that you know that perhaps maybe if it's confusing language to U competent group of individuals such as uh us board members um there's probably going to be some confusion around that staff-wise um you know I I I
157just I you know this is supposed to be written in plain plain language and and quite frankly I could do without it well Craig just be careful who you're throwing in that group with competent so you can you can leave me out sure yeah yeah so Administration team as you've been planning any of your staff development have you leaned into this thus far and has it made any decision as to what you've offered your teams in regard to professional development oh Margaret I think from a special education lens um we have to provide equal opportunity to our students and equal access to our students that's a federal mandate for our students with disabilities and so when we talk about professional development we're talking about c-plan to co-s serve we're talking about opportunities within general education
158for students as well as the services and supports that our students within special educ a require um we don't talk about Equity we don't talk about Dei that that's not something that we do in the district um but we do talk about c-plan to co-s serve so that we remove barriers so our students who need the most services and supports receive them so we can close that achievement Gap thanks s I'm going to take a quick PLL over the of the policy committee [Music] um um I guess uh charity are you in favor or not in favor of striking that I think like many of these things it's hard to Define so I can go I can go either way recognizing that the team has done a great job of developing our teacher so far
159okay uh David do you you have a preference no I don't I don't have a preference I just uh you know when you strike it just be aware of if if you're sending messages by leaving it in you're also sending messages by taking it out um and and I think that sensient intelligent individuals recognize that we have to follow the law so enumerating it doesn't add nor subtract from the document um I don't want to say I'm abstaining but I'm saying I'm I'm indifferent okay and Lori did you have a preference um if I were going to pick one or the other I would probably say striking it just because of the Mir not on my personal but just for the mere fact that it does cause questions like charity said so it's kind of
160one of those things where then why have it there if it's not clear unless we wanted to change it to make it a different phrase to get the same the outcome that we all are recognizing it's supposed to bring um I think the other points are more important and like David said following the law meeting the needs of the special needs um I'm f with striking it so I'm impartial I guess and if I if my vote counts for anything I would say um I'm I'm still unclear what that means um you know based on the the the discussion we've had so far I would support I'm in support of striking that so um if without objection to from the committee to strike it I think we would move forward as a recommendation to strike
161that one um section e four and letter A on policy sounds good okay all right right all right moving along any other any further discussion on 2000 group two I don't think so no okay moving along to section g NE policy 5000 uh group too we're getting there guys this is do you want me to just grab one that I had one small question on sure go ahead on the attendance um what is it 15 no I've got it pulled up 5200 5200 um the only one I wanted to and it's it's more of just some clarification and there's probably a reason behind it so I always ask um bear with me um on if you go to J it says J virtual access and then right under that a student may be excused from
162school as determined by a school attendance officer BL design for the following reasons a is quarantine I'm wondering B is crossed out illness of an immediate family member and I know that that could be very very like I just I'm just wondering because my first instinct when I read that was like well if a student's mother is you know terminally ill or whatever that you know I'm just wondering if I could get some clarification on why that would not necessarily I'm not saying it should be I'm just more clarification I don't know if Jenny wanted to take this one but Jenny and I had had some discussion on this particular piece and we have found that um it has been abused a little bit so what we're g to say is it's not the parent
163has cancer and the family needs you know the last week before a passing to grieve it's mama isick with a cold can't drive my kid to school for two weeks it's just been abused a bit and I I can appreciate that and that was probably where I right away was like well that's pretty V right like illness and could be very different what I guess I would want to be sure that there is some discretion I'm assuming yes there's a lot of and when we work with our families on attendance um there is discretion that we do afford families in really these tough situations that sometimes arise you but you get where I was you know I do but I appreciate thank you that's all I I had on that one AB Ely all right
164I think that's it on those groups any any further discussion on the 5,000 group no no I uh I read through them nope no questions okay moving on to item H the 7,000 group of policy pych uh weapons on site and on their person during travel um there you'll notice uh uh basically unman aircraft systems and uh an administrative guidelines behind that I think that one was uh uh relatively new um the only question I have was about on on school grounds of some if school's not in session um basically this uh policy still kind of uh would um uh Prevail I mean it would still be in force uh like if someone wanted to use the baseball diamond and fly around a drone that's still probably not something our school policy supports um which
165I'm I'm perfectly fine with because whatever um the onsite access to District technology resources from personally owned com communication devices um specifically talking about um uh public employees including our uh staff that happen to have uh uh communication with uh other staff on a personal own communication advice that are responsible for uh the public records that those contain um all all make sense to me um any questions on these policies no any objection for them to move forward for first read no all right uh we did leave ey on the on the agenda for the timeline um I think we we knocked a a bunch off tonight um some definitely some heavier hitting conversations uh I appreciate uh bearing with us did anybody have any um concerns or discussion points around the timeline or process
166no good job Lynn yep thank you and Jared but thank you Jenny Sarah thank you Jenny yeah Jason and Sarah yep and Jason um I think I'm going to skip ahead to uh you know the next meeting date I don't I don't happen to have a a time that I'm was really thinking I don't know if uh here why don't we plan on uh firing off an email uh with um a couple of different uh options uh yeah following this meeting Jenny I didn't mention to you uh yesterday at ed services but I am out the week of the 10th through the 14th which is normally the 11th would be the ed services meeting um now you're hearing it from me so I'm we're a week we are a week early next year next next
167month oh because of spring break of spring break yep oh okay you don't get out of it that easy David that's well I'm here on the fourth I'm gonna be out the 10th through the 14th Craig so I can make it ed services the 4th but uh I can't do anything the week of the 10th to the 14th so if you want to pick a policy date uh the I'm just I'll just let you know I'm Gone the 10th through the 14th and I suppose if I I pick the fifth I am probably going to um end up in a sparring match with the our planning chair a little bit on that one so that gonna probably be longer yeah I'm gonna I'm going to circle back with uh Diana on on that date before
168I commit to anything and just so you know I will not be here on the fifth myself I'm out that whole week oh I will jar and myself and Sarah Duncan will also be gone at the aasa National Education convention that week so okay so Craig doing it the 12th without me isn't a problem I just want to let you know I wouldn't be able to make it and then you might have not to contend with Diana okay well then I guess the the fifth is out um okay well I guess we'll we'll send out um we'll send out an email uh the remaining uh committee members for that particular week I said uh yeah you're out that whole week I take it David yep uh and the following week would probably be getting a
169little too late that's the 17th the board me excuse me not the no the the board the regular board meeting will be the 17th then correct am I looking it is bumped up a week um great yep so and it might be hard if if we do like um normally the board the agenda goes out the Thursday before by noon right if we have a uh even anytime that week it might be hard for me to get anything to first read for the March meeting just so you know depending on how processing is going at the um you know at Neola because once we once we approve first read here like tomorrow I'll send all of our uh first read approvals to Neola so they can turn it around to you know in their processing
170um to do their processing so it might take them a couple days so what about like Monday the 10th I mean I know that David won't be able to make it but does that give us ample time to um yep as long as we have it set I mean because I'll have to create the agenda and have it posted before I leave so I would have to have uh policy work we'd have to have policy work completed so that I could at least have the agenda put together by the time I leave here on Thursday the 27th of February because I will be at a meeting out of town on the 28th and then we leave that night for Chicago and then we're gone for a week wow plans plans plans everybody wants to get
171out of town going on vacation darn it nobody nobody likes to stick around Water Town at this time of year no well Lynn is there going to be do you do you think I mean well yeah so Sarah and uh Jenny and I Jenny and I've been working a lot on the 2000s and then Sarah and Jenny and I do plan to get together next week I did work with uh Lynn Gilbert this week on some of the 5000s with the nursing um policies so we'll have stuff um and then I can and plus it'll give you guys a lot more time to look at things too right right you know I'm not complaining about that so so cra then also um I would believe then that would be the HR would be on the
17210th also right yes want to you just want to coordinate with them or do it later oh yeah it's crunchy March isun about what about Tuesday the the 11th I know if ed services was uh the week prior I'm assuming yes I'm fine with that just double checking our dates here um for March just just in case good idea so yes ed services is March 4th planning is uh March 5th HR is March 10th and fiscal is is March 12th so if you want to do March 11th we can that's up to you guys let plan on March 11th seems to work with everybody else okay that works myar 5:30 yep 5:30 sounds good okay all right well very good um sorry for the long meeting tonight but um you given the circumstances with uh
173not being in person sometimes you know it's a little clunky with technology so I apologize for that um and um thank you for your patience everybody um it's 825 I'm calling this meeting a journ okay great you thanks bye have a nice night everyone bye have a good night bye bye